Abstract
Teachers in all areas of life need supervision, which improves their job performance. This study aimed to recognize the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan. The study sample consisted of 140 male and female teachers who were specifically selected. A tool for measuring supervision effectiveness has been developed through 49 items distributed across five domains. The validity and reliability of the tool have been verified. The study results show that the effectiveness of supervision in solving problems facing teachers of students with an autism spectrum disorder in Jordan is medium. The results also indicate that there are no statistically significant differences attributed to the variables of gender, or years of experience. A series of recommendations were given in light of the results such as the Ministry of Education and the Ministry of Social Development should implement training programs for teachers of students with autism spectrum disorder to broaden their experience and promote career development.
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